Assets & Needs Assessment

March 2022

As part of the first Assets & Needs Assessment, Teaching Lab conducted a variety of data collection activities, including a teacher survey and classroom observations, a student survey and analysis of student work samples, and a family survey.

Summary of Results

• There are opportunities for participants to improve equitable mindsets, particularly surrounding the importance of recognizing students’ race and culture and holding high expectations for all students, even those with unfinished learning.

• On average, participants are somewhat confident in implementing culturally responsive teaching practices. Teachers’ responses indicate that they feel most confident using students’ prior knowledge to help them make sense of new information. They rated themselves as less confident in other culturally responsive teaching practices, such as revising instructional material to better represent cultural groups and identifying ways that school culture is different from students’ home cultures, among others.

• Teachers have potential for growth related to content and pedagogical content knowledge, as the average score on the assessment that focused on equitable instruction in general and effective instructional practices specifically for students with unfinished learning was 45%. . 

• Regarding instructional practices, participants demonstrated the most positive ratings on the IPG for Core Action 1 (75% on average), which observes whether and to what extent the work of the enacted lesson reflects the Focus, Coherence, and Rigor required by college- and career-ready standards in mathematics. However, positive ratings for Core Action 2, focused on the extent to which instructional practices allow all students to learn the content of the lesson, and Core Action 3, providing all students with opportunities to exhibit mathematical practices while engaging with the content of the lesson, were significantly lower (29% and 24%, respectively). 

• Students’ responses related to their learning experiences were positive overall, especially for self-efficacy, teacher-student relationships, and being challenged. Lower average scores were observed for culturally responsive and sustaining education practices and happiness and sense of belonging.

• The analysis of student work samples suggested that assigning grade-level tasks and students’ proficiency on tasks can improve. Of the student work samples collected, only 65% of the tasks were determined to be on grade-level. Moreover, only 31% of students demonstrated proficiency on grade-level student work tasks that were scored. 

• The family survey results suggest that students’ families have somewhat positive perceptions about teacher-family relationships and support and teacher-student relationships. Additionally, family perceptions of student learning were very positive, with 85% of caregivers reporting that their children complete most or all of their assignments and 92% reporting that their children have learned some or a lot this year.

Section 1: Mindsets

Section 2: Content and Pedagogical Content Knowledge

Teachers answered eight questions related to content and pedagogical content knowledge, including strategies for students with unfinished learning and equitable instruction. The score below is the overall percent correct (note: some questions had multiple correct answers and were worth more than one point).

Section 3: Instructional Practices

Teaching Lab staff observed teachers using the IPG rubric. Ratings of 3 and 4 on 4-point Likert scales and Yes on a Yes/No items were considered positive.

Section 4: Student Learning Experiences

Teachers administered a student survey to at least one of their groups. Using 5-point Likert-type scales, students responded to eight items related to their teachers’ engagement in CRSE practices, three items related to teacher-student relationships, five items about self-efficacy, six items about happiness and sense of belonging, and five items about being challenged. Responses were averaged across items. Higher scores correspond to more positive experiences.

Section 5: Student Math Proficiency

Teachers collected student work samples of a task that involved explaining mathematical thinking or reasoning from all students in at least one of their groups. Teaching Lab coaches first determined whether the task was on grade-level and whether it met the criteria of explaining mathematical thinking or reasoning. If so, then the work samples were scored using a 2-point rubric. Students who scored 2 on the rubric were considered to demonstrate proficiency on the grade-level task.

Section 6: Family Experiences & Perceptions

Schools and teachers assisted in sending home a voluntary survey to their students’ families. Using Likert-type scales, caregivers responded to seven items related to teacher-family relationships and support, five items related to teacher-student relationships, and two items related to their child’s learning. Responses were averaged across items. Higher scores correspond to more positive family perceptions and experiences.